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Act Modifications and Accommodations

The document outlines various modifications and accommodations that can be made for learners including: 1. Adapting the amount of information, time allotted, level of support, difficulty, and expectations based on a learner's needs. This includes chunking material, adjusting pace, and increasing assistance. 2. Altering how instruction is delivered through various aids, grouping strategies, hands-on activities, and simplifying directions. 3. Allowing different ways for learners to participate and demonstrate learning through alternative tasks, projects, verbal assessments rather than only written work.

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46 views1 page

Act Modifications and Accommodations

The document outlines various modifications and accommodations that can be made for learners including: 1. Adapting the amount of information, time allotted, level of support, difficulty, and expectations based on a learner's needs. This includes chunking material, adjusting pace, and increasing assistance. 2. Altering how instruction is delivered through various aids, grouping strategies, hands-on activities, and simplifying directions. 3. Allowing different ways for learners to participate and demonstrate learning through alternative tasks, projects, verbal assessments rather than only written work.

Uploaded by

api-281964838
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Modifications and Accommodations

Size

Time

Level of Support

Adapt the number of items that the


learner is expected to learn or
complete
2. Allow completion of tasks in chunks
until the student has met the
objective
3. Adapt the amount of information
provided at one time

Adapt the time allotted and allowed


for learning, task, completion or
testing.
2. Allow a longer period of time for the
student to learn the concepts
3. Individual the pace of the learning to
meet the needs of students

1.Increase the amount of personal


assistance with a specific learner.
2. Cooperative learning Self-checking
materials
3. Assign peer buddies, teaching
assistants, or tutors (peer or cross age).

Input

Difficulty

Output

1.

1.

Adapt the way instruction is delivered


to the students
2. Use audio and visual aids, semantic
mapping, guided imagery, concrete
examples
3. Use hands on activities, pre-reading
activities, or place students in
cooperative groups

1.

1.

Adapt the skill level, problem type, or


the rules on how the students may
approach the assignment,
2. Simplify Directions, provide cues,
Calculator/Computer
3. (Not watering down, but examining
abilities and disabilities and making
the assignment fit!)

Degree of Participation
1.

Designed for a student with a severe


disability
2. Adapt the level of participation
expected during a task
3. Adapt the extent to which a learner is
actively involved is the task

1.

Adapt HOW the learner can respond


to the instruction.
2. Does everything need to be pencil
and paper task
3. Instead of answering questions in
writing use verbal techniques,
projects, games, portfolios, hands on
tasks for evaluation of learning

Alternate Goals
1.
2.

Designed for a student with a severe


disability
Adapt the goals, objectives, outcome
expectations while using the same
materials as the rest of the class

Substitute Curriculum
1.

Designed for a student with a severe


disability
2. Provide different interaction and
materials to meet a learner individual
goals. This decision is made by the
ARD and should be planned by the
committee

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